Longitudinal Predictors of High School Completion

Autor/inn/en	Barry, Melissa; Reschly, Amy L.
Titel	Longitudinal Predictors of High School Completion
Quelle	In: School Psychology Quarterly, 27 (2012) 2, S.74-84 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/a0029189
Schlagwörter	Dropouts; Academic Achievement; Longitudinal Studies; Elementary Education; African Americans; Models; Prediction; Intervention; Race; Females; Attendance; Children; Whites; Elementary Schools; Teacher Attitudes; Iowa; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elementarunterricht; Afroamerikaner; Analogiemodell; Vorhersage; Rasse; Abstammung; Weibliches Geschlecht; Anwesenheit; Child; Kind; Kinder; White; Weißer; Elementary school; Grundschule; Volksschule; Lehrerverhalten
Abstract	This longitudinal study examined predictors of dropout assessed in elementary school. Student demographic data, achievement, attendance, and ratings of behavior from the Behavior Assessment System for Children were used to predict dropout and completion. Two models, which varied on student sex and race, predicted dropout at rates ranging from 75% to 88%. Model A, which included the Behavioral Symptoms Index, School Problems composite, Iowa Tests of Basic Skills battery, and teacher ratings of student work habits, best predicted female and African American dropouts. Model B, which comprised the Adaptive Skills composite, the Externalizing composite, the School Problems composite, referral for a student support team meeting, and sex, was more accurate for predicting Caucasian dropouts. Both models demonstrated the same hit rates for predicting male dropouts. Recommendations for early warning indicators and linking predictors with interventions are discussed. (Contains 4 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10